Bored with School - Do Something About It! - An Educator's Reference Desk Lesson Plan

Lesson Plan #: AELP-INT0098

Bored with School - Do Something About It!

An Educator's Reference Desk Lesson Plan

Submitted by: Janet Winslow
Email: jwinslow@sanasys.com
School/University/Affiliation: North Scott, Eldridge, IA

Date: August 1, 1999

Grade Level(s): 9, 10, 11, 12

Subject(s):

Interdisciplinary

Duration: about 6-8 weeks

Description: High School students learn about online courses/projects and advanced placement classes and attempt to persuade the school board to allow them to take those for credit instead of the traditional curriculum.

Goals: Students will identify and recognize some of the needs of gifted students. They will present information before a governing body. They will identify the curricular options available on the internet.

Objectives: Students will synthesize information gathered about online courses and projects and advanced placement classes into a Powerpoint presentation.

Materials: Access to:

The Internet
Office Powerpoint Application

Procedure:

Process:

You will be assigned to a team of 5 persons.
There will be four teams: two in favor of the proposal and two against the proposal.
You will need to investigate your side of the proposal from the viewpoint of the role you will be playing:

School board member (JT Smart) should know the accreditation requirements and Carnegie units required;
Staff member (IM Apple) should compare the various high schools;
Parent (MM Mapa) should interview the administration (each team choose a different administrator) and prepare supporting audience response criteria;
2 Students (Data and Collee) should develop the student and staff surveys, distribute them and collate the results.

As a team you should all assist each other with the various duties. When all teams have satisfactorily gathered all their research, the roles will meet in groups to share information - school board members together, parents together, etc.
Next, we will have a mini-board meeting in class too smooth out some of the rough edges and air all views.
Then the teams will work on their Powerpoint presentations as follows:

Data and Collee will prepare the graphs.
JT Smart will select the template, fonts, and transitions.
IM Apple will prepare the questions.
MM Mapa will prepare the answers.

The class will develop criteria for evaluating the Powerpoint presentations which will be presented to the class. Judgment and collaboration will ensue.
Various review committees will need to weigh the proposal before presenting it to the school board of education.
An appointment will need to be made with the school board and the final product will be shared with them. Good Luck

Guidance:

Brainstorm questions the board may have.
Survey students and staff to garner opinions.
Select area/state high schools of comparable size to see if they offer online courses/projects or advanced placement classes for credit.
Attend a board meeting to see how they actually work - 2 teams in September and 2 teams in October.
Interview appropriate administration to gather input.

Assessment:

This is the suggested criteria for evaluation. Each student is to be assigned to one of the following categories based ont heir performance:

Legend - this one (maybe combined with another top-notch one) will be prepared for the school board.

succinctly answers the key questions
describes issues from multiple viewpoints
rich, vivid details in Powerpoint presentation
poised, effective performance
convincing role play
actually did influence opinions

Practitioner - this one may have some valuable ideas that can be incorporated into the board presentation

unclear answers to the key questions
describes issues from two viewpoints
clear, effective Powerpoint presentation
reasonable performance
suggesting character in the role play
may have influenced opinions

Apprentice - possibly a good idea that may be adapted

forgot some of the questions
describes issues from limited viewpoint
basic Powerpoint presentation
adequate performance
ineffectual role play
limited influence

Novice - rarely a good idea that may be adapted

forgot some of the questions
cannot identify the main issues
confusing Powerpoint presentation
lackluster performance
negative role play
persuaded few

Useful Internet Resources:

State Code (for accreditation and Carnegie unit information - available in the administration office)
How to Win Friends and Influence People by Dale Carnegie (tips on how to persuade others - available in the IMC)
2 articles (available in the classroom):
Sally Reis - “Why Not Let High Ability Students Start School in January?”, Research Monograph 93106 , July 1993
Bob Fulkerth - “A Bridge for Distance Education”, Syllabus (Nov-Dec 98)

Hoagies Gifted Education Page
http://www.hoagiesgifted.org

This site has a wealth of information for anyone and should answer any of your questions pertaining to traditional schooling and internet / online investigations. Why do g/t students need more than the core curriculum?

College Board Online
http://www.collegeboard.org/

The site for information on advanced placement classes, also known as AP classes. What are the benefits and problems related to AP classes? How do they compare to courses offered at your high school?

Virtual University
http://www.vu.org/

An intriguing site that sounds like it’s from the hippie movement of the 60’s movement. Evaluate this site to see if it offers course work that would be appropriate for your needs?

Distance Learning Programs for Gifted Children
http://www.gomilpitas.com/homeschooling/weblinks/giftedDPLs.htm

Plenty of information about various distance learning programs. Compare your high school traditional schooling with some of these other possibilities.

After reviewing this material, and if time remains, you may want to look further using the following descriptors:
distance education - distance learning - online courses - accreditation Carnegie units - advanced placement
gifted education - international baccalaureate